Organization GC Nacua

2 Contents
COURSE MANUAL
Organization and
Administration of Guidance
and Counselling Programme
GCE305
Modibbo Adama University of Technology

Open and Distance Learning Course Development Series
2016 Academic Collective.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any
form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission
of the copyright owner – Academic Collective.
Institution:
E-mail: mail@cdl.mautech.edu.ng
Website: www.cdl.mautech.edu.ng
4 Contents
Course Development Team
Credits
All illustrations (photos and charts) used are sourced from www.edutechportal.org/resources except otherwise
indicated. Credits / sources are properly placed by the image.
Organization and Administration of Guidance and Counselling Programme
Contents
About this Course Manual 1
How this Course Manual is structured .................................................................................................................................. 1
Course overview 3
Welcome to Organization and Administration of Guidance and Counselling Programme GCE305 ........... 3
Course outcomes ........................................................................................................................................................................... 3
Study Skills ....................................................................................................................................................................................... 4
Timeframe ........................................................................................................................................................................................ 4
Need help? ....................................................................................................................................................................................... 4
Academic Support ......................................................................................................................................................................... 5
Assessments .................................................................................................................................................................................... 5
Study Session 1 6
Organization and Administration of School (Basic Concept) ...................................................................................... 6
Introduction ..................................................................................................................................................................................... 6
1.1 Organization, Administration and Guidance Programme ..................................................................................... 7
1.2 Types of Guidance Services ................................................................................................................................................ 8
Session Review ............................................................................................................................................................................... 9
Assessment .................................................................................................................................................................................... 10
Resources........................................................................................................................................................................................ 10
Study Session 2 11
Aims of School Guidance Programme ................................................................................................................................ 11
Introduction ................................................................................................................................................................................... 11
2.1 Objectives of School Guidance Programme.............................................................................................................. 11
2.2 Reasons for Organized Guidance And Counselling Programme ...................................................................... 14
Session Review ............................................................................................................................................................................. 15
Assessment .................................................................................................................................................................................... 16
Resources........................................................................................................................................................................................ 16
Study Session 3 17
Overview of Guidance and Counselling Services ............................................................................................................ 17
Introduction ................................................................................................................................................................................... 17
3.1 Defining Guidance, Counselling And Psychotherapy ............................................................................................ 18
3.2 Why Guidance And Counselling In School And Non-School Setting? ........................................................... 21
ii Contents
Session Review ............................................................................................................................................................................. 22

Assessment .................................................................................................................................................................................... 23
Resources........................................................................................................................................................................................ 23
Study Session 4 25
Problems of Guidance and Counselling ............................................................................................................................. 25
Introduction ................................................................................................................................................................................... 25
4.1 The Structural Problems .................................................................................................................................................... 25
Session Review ............................................................................................................................................................................. 28
Assessment .................................................................................................................................................................................... 28
Resources........................................................................................................................................................................................ 28
Study Session 5 29
Process of Developing Guidance and Counselling Programme ............................................................................... 29
Introduction ................................................................................................................................................................................... 29
5.1 Phases In The Organization of School Guidance Programme ........................................................................... 29
Session Review ............................................................................................................................................................................. 32
Assessment .................................................................................................................................................................................... 32
Resources........................................................................................................................................................................................ 32
Study Session 6 33
Requirements for School Guidance Services .................................................................................................................... 33
Introduction ................................................................................................................................................................................... 33
6.1 Facilities and Logistics Required For School Guidance Services ....................................................................... 33
Session Review ............................................................................................................................................................................. 39
Assessment .................................................................................................................................................................................... 39
Resources........................................................................................................................................................................................ 39
Study Session 7 40
Methods and Techniques of Educational and Vocational Information ................................................................. 40
Introduction ................................................................................................................................................................................... 40
7.1 Techniques of Education and Information Services ............................................................................................... 41
Session Review ............................................................................................................................................................................. 47
Assessment .................................................................................................................................................................................... 47
Resources........................................................................................................................................................................................ 48
Study Session 8 49
Establishment of Guidance Services in Various Organizations ................................................................................. 49
Introduction ................................................................................................................................................................................... 49
8.1 Places Where Guidance and Counselling Services Can Be Provided ............................................................... 50
Session Review ............................................................................................................................................................................. 52
Assessment .................................................................................................................................................................................... 53
Resources........................................................................................................................................................................................ 53
Study Session 9 55
Roles of School Personnel in the Administration of Guidance Programme ........................................................ 55
Introduction ................................................................................................................................................................................... 55
9.1 School Personnel and Guidance Programme ........................................................................................................... 55
Session Review ............................................................................................................................................................................. 58
Assessment .................................................................................................................................................................................... 58
Resources........................................................................................................................................................................................ 59
Study Session 10 61
Tests Used in Guidance Programme.................................................................................................................................... 61
Introduction ................................................................................................................................................................................... 61
10.1 What is a test? ..................................................................................................................................................................... 61
10.2 Types Of Tests Used In Guidance And Counselling ............................................................................................. 63
10.3 The Uses Of Test In Guidance ....................................................................................................................................... 64
Session Review ............................................................................................................................................................................. 66
Assessment .................................................................................................................................................................................... 66
Resources........................................................................................................................................................................................ 66
Study Session 11 68
Guidance Programme Evaluation ......................................................................................................................................... 68
Introduction ................................................................................................................................................................................... 68
11.1 Purpose of Evaluation of Guidance Programme ................................................................................................... 69
11.2 Types of Guidance Evaluation ...................................................................................................................................... 70
11.3 Evaluation Procedures ..................................................................................................................................................... 71
Session Review ............................................................................................................................................................................. 72
Assessment .................................................................................................................................................................................... 73
Resources........................................................................................................................................................................................ 73
References 75
Organization and Administration of Guidance and
GCE305 Counselling Programme
About this Course Manual

Organization and Administration of Guidance and Counselling Programme
GCE305 is provided to you by MAUTECH-CDL, AS IS. Module is localised and
adapted to ODL format under the Academic Collective.
How this Course Manual is

structured
Course overview
The course overview gives you a general introduction to the course. Information
contained in the course overview will help you determine:
 If the course is suitable for you.
 What you can expect from the course.
 How much time you will need to invest to complete the course.
 Where to get help.
 Course assessments.
We strongly recommend that you read the overview carefully before

starting your study.
The course content

The course is broken down into Study Sessions. Each Study Session comprises:
 An introduction to the Study Session content.
 Learning outcomes.
 Study Session preview.
 New terminology.
 Structured content of the study session with a variety of focus articles, learning
activities and learning devices.
 Study Session review.
 Self Assessments.
 Resources for further studying.
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Your comments
After completing Organization and Administration of Guidance and Counselling
Programme we would appreciate it if you would take a few moments to give us
your feedback on any aspect of this course. Your feedback might include comments
on:
 Course content and structure.
 Course reading materials and resources.
 Course assessments.
 Course duration.
Your constructive feedback will help us to improve and enhance this course. You
can forward your comments to feedback.mautech@edutechportal.org
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Course overview
Welcome to Organization and
Administration of Guidance
and Counselling Programme
GCE305
This course is expected to enlighten you on how guidance and counseling services
could be effectively organized in schools. You will be exposed to the philosophy,
goals and objectives that guidance and counseling services are meant to fulfill in the
school. As such, this study guide will help you understand what you need to do to
setup counseling services in school setting with lean resources.
This course manual supplements and complements a blend of resources &
platforms:
GCE305 Audiobook – available via Audio Resources Library app on your official
mobile device and accessible online at: www.arlibrary.cdl.mautech.edu.ng.
GCE305 Courseware – available in your course pack as a disk, it is also
downloadable from your course website: www.cdl.mautech.edu.ng/schoolboard.
Schoolboard –offers a multi-channel platform for you to discuss with content
experts and other learners from across the nation and the globe at large. You may
also use the platform to enrich your learning with engaging webinars, articulate
presentations, smart puzzles, audiobooks, podcasts, interactive gloassaries, smart
quizzes, case studies and discussions. Schoolboard comes with updates and is
accessible on web and on app. It is also linkable from your course CD.
Course outcomes
 The objective of this course is to equip you, the counselor in-training, to acquire
Outcomes the requisite guideline for meaningful practice; defining the role and functions of
various school personnel in guidance programme; examine the needs of the school
and how those needs could be satisfied; draw a typical chart of comprehensive
guidance services in school and discussing the various factors that influence the
organization of guidance services in schools.
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Study Skills
Being a self-learner has become increasingly feasible due to Open and Distance
Learning (ODL) Systems. Studying a course or obtaining a certificate for career
advancement can occur from the comfort of your home, on your own time, and at
your own pace.
You can be a successful higher education student by self learning, it isn't magic! But
it does require desire, dedication and a lot of work. Active listening to your
audiobook, desktop publishing on your laptops, reading comprehension in your
course manual, notetaking in the white margins, stress management, time
management, assessment taking, and memorization are study skills required for a
self learner.
If you really want to learn how to become a successful student, then you should
explore the links that follow:
 http://www.oercommons.org/courses/communication-skills-study-skills-
pdf/view
 http://www.edutechportal.org/resources/studyskills
Timeframe
This is a 15 week course. It requires a formal study time of 12 hours. We recommend you
take an average of one to two hours for an extra personal study on each Study Session. You
can also benefit from online discussions with your course tutor.
Need help?
You may contact via any of the following channels for information, learning
resources and library services.
CDL Student Support Desk
Email: support@cdl.mautech.edu.ng
For technical issues (computer problems, web access, and etcetera), please visit:
www.cdl.mautech.edu.ng/support; or send mail to support@cdl.mautech.edu.ng.
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Academic Support
A course facilitator is commissioned for this course. You have also been assigned
an academic tutor to provide learning support. See contacts of your course
facilitator and academic advisor at the course website:
www.cdl.mautech.edu.ng/schoolboard
Assessments
Generally, there are two types of assessment: formative assessment and summative
assessment. With regards to your formative assessment, there are three basic forms
of assessment in the course: in-text questions (SELF-CHECKs), self assessment
questions (SAQs), and tutor marked assessment (TMAs). This manual provides you
with SELF-CHECKs and SAQs. Feedbacks to the SELF-CHECKs are placed
immediately after the questions, while the feedbacks to SAQs are at the rear of
manual.
You will receive your TMAs as assignments at the MAUTECH schoolboard
platform. Some of your TMAs will be graded and will constitute 30 percent of your
course marks. Feedbacks to TMAs will be provided by your tutor in not more than 2
weeks after entries.
Your summative assessment is your final examination. GCE305 exam is in multiple
choice / essay format; and it carries 70 percent of your total earning in the course.
Schedule dates for submitting assignments and engaging in course activities is

available on the course website.
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Study Session 1 Organization and Administration of School (Basic Concepts)
Study Session 1
In this session, you will examine the definitions of basic concepts of guidance
administration and organization. You will be discussing, as well, topics like
organization, administration, guidance services, and the types of guidance services
carried out in an organization with the purpose of meeting clients’ needs.
Learning Outcomes
When you have studied this session, you should be able to:
1.1 define the terms in bold:
 organization,
 administration
 guidance programme
1.2 highlight different types of guidance services
Organization and
Administration of School
(Basic Concept)
Organization, Administration
and Guidance Programme
Types of Guidance Services
This Study Session requires a one hour of formal study time. You may spend an
additional two hours for revision.
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We will be starting this session by looking at the definitions of some key words. We
will look at each of them one after the other.
Organization is defined as a group of people working together to achieve a common

purpose or goal. It is a planned system of cooperative effort in which each
participant has a role to play and specific duties and tasks to perform. It is a
platform for human relationship.
Administration is defined as the management of human resources in the school (that

is, staff and students). It involves cooperative efforts by a number of people to
achieve certain objectives. For administration to be effective, the people must be
organized and ready to cooperate with each other to achieve the desired end. This
requires an organizational structure. Note that no administrative action can be
implemented without an organization
Guidance services are the activities organized by a counsellor in an organization

such as orientation, counselling, placement, follow-up, referral, and research and
evaluation services in order to meet the needs of people in the organization.
Guidance services are majorly concerned with helping individual gain insight and
understanding of him/herself in relation to present and future environment such that
decisions or choices made would lead to more satisfying and rewarding experiences.
Guidance Programme in school refers to a comprehensive, developmental

programme designed to benefit students on their journey through school. It provides
benefits to students by addressing their intellectual, emotional, social and
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psychological needs. Guidance programme is however not limited to school and

family setup. It is present where there are people who need help such as hospitals,
correctional facilities, business and industry.
Guidance services available to students by the school are discussed here. It must be
noted however that even though guidance services are formal, the learner has the
option to seek the services or not without being coerced.
This is also referred to as “Adapture service”. This is designed to assist students

adjust adaptively when in new school environment for effective learning.
Programmes are drawn to familiarize the new students with the school
administrative setup, rules and regulation governing students conduct and use of
school facilities; staff, fellow students and so on. The teachers should also be given
orientation on how to handle the learners from time to time.
This service is designed to provide students with data about educational, social and
vocational opportunities. It involves collection of data for clients/students.
Appraisal involves the collection, administration, interpretation and clinical usage

of variety of test devices in order to provide effective counselling services to
students. (Akinade, 2012).
The goal of this service is to ensure that students achieve placement whether on
programme of the study, a career, work-study or even a medical treatment
programme.
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The goal of this service is to provide feedback on the effectiveness of school

guidance through research into the concrete outcomes of the school guidance.
This is sending a client to another person or agency for assistance where the
counsellor is unable to solve the problem. The counsellor does not claim to know
everything and so the need for referral to other needs of the students (Salawu,
2000).
Okon (2006) stated that counselling service is the interaction between a client and
counsellor that aims at solving or understanding the client’s problems the more. He
also stated that this interaction enhances effective teaching and learning.
The Teachers Forum is meant to gather all the teachers in the school to discuss
teacher/students problems (Teaching and Learning). The counsellor uses this
programme to introduce himself to the teachers and what he stands to do in the
school. The counsellor invites some resource persons who will talk to teachers on
some students need areas that affect teaching and learning, like Harmony in the
place of work, cordial relationship between teachers and students, handling students
without stress, different methods of teaching, learner’s individual differences and so
on. Guidance and counselling services when rendered as it should be rendered in the
schools bearing in mind the national goals of education will no doubt go a long way
in ensuring effective teaching and learning in schools.
1.1 Define the terms in bold:

Organization is defined as a group of people working together to achieve a common purpose or goal.
Administration is the management of human resources in the school (that is, staff and students).
Guidance programme program that prepares individuals to apply the theory and principles of guidance
and counselling to the provision of support for the personal, social, educational, and vocational
development of students, and the organizing of guidance services within elementary, middle and
secondary educational institutions.
1.2 Highlight different types of guidance services
There are many types of guidance services. Some of them include:
 Orientation service
 Information services
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 Appraisal services
 Placement services
 Follow-up, research or evaluation service
 Referral services
 referral services
 Counselling services
 Teachers forum
Define the following terms:

1. Organization
2. Administration
3. Guidance services
4. Guidance programme
Explain any four types of guidance services that a counsellor can provide to clients.
Articulate Presentation
This is a complimentary resource to facilitate the quick delivery of this session. It is available in your course pack
(Schoolboard disc / online page), and also linked here.
Schoolboard
Access your schoolboard app, or visit www.schoolboard.edutechportal.org/introductiontomicroeconomics to
access updated online activities and resources related to the units of this Study Session.
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Study Session 2
In this session, you will be discussing why counselling services are important in the
school setup, components of guidance and counselling programme, objectives of
school guidance programme. The purpose of this session is to equipping you with
the requisite knowledge of what need to be considered when trying to setup a school
guidance programme.
Learning Outcomes
2.1 highlight objectives of school guidance programme
2.2 give reasons for organized guidance and counselling programme
Aims of School Guidance

Programme
Objectives of School
Guidance Programme
Reasons for Organized

Guidance and Counselling
Programme
The objectives of the guidance and counselling service are similar to the purposes of
education in general—to assist the student in fulfilling his/her, basic physiological
needs, understanding herself and acceptance of others, developing associations with
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Study Session 2 Aims of School Guidance Programme
peers, balancing between permissiveness and controls in the educational setting,

realizing successful achievement, and providing opportunities to gain independence.
The purposes of guidance and counselling provide emphasis and strength to the
educational programme. Some specific objectives of the school guidance and
counselling programme include the following:
To Provide for the Realization of Student Potentialities. To all students, the school
offers a wide choice of courses and co-curricular activities. A significant function of
education is to help students identify and develop their potentialities. The
counsellor’s role is to assist students to distribute their energies into the many
learning opportunities available to them. Every student needs help in planning his
major course of study and pattern of co-curricular activities.
Even those students who have chosen an appropriate educational programme for
themselves may have problems that require help. A teacher may need to spend from
one-fifth to one-third of his time with a few pupils who require a great deal of help,
which deprives the rest of the class from the teacher's full attention to their needs.
The counsellor, by helping these youngsters to resolve their difficulties, frees the
classroom teacher to use his time more efficiently.
Counsellors, in working with individual students, know their personal problems and
aspirations, their talents and abilities, as well as the social pressures confronting
them. Counsellors, therefore, can provide data that serve as a basis for curriculum
development, and they can help curriculum developers shape courses of study that
more accurately reflect the needs of students. Too often, counsellors are not
included in curriculum development efforts.
Pre-service teacher training institutions typically provide very limited experience

with the more technical aspects of guidance work. Thus, a need exists in most
schools for assistance with guidance and counselling functions essential to the
educational programme. Specifically, the guidance counsellor is qualified to assist
teachers with selecting, administering, and interpreting tests; selecting and using
cumulative, anecdotal, and other types of records; providing help and suggestions
relative to counselling techniques, which teachers can use in counselling their
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students; and providing leadership in developing and conducting professional

development of teachers in guidance functions.
Guidance has a responsibility for developing and maintaining a cooperative

relationship between students and the school. Teachers and counsellors must be of
students' needs. Students also must make adjustments to the school. They have a
responsibility to contribute something to the school. A major contribution of
students is that of making appropriate use of the school's resources and working
toward accomplishments. Such mutual adjustment of students and school is
facilitated by providing suggestions for programme improvements, conducting
research for educational improvements, contributing to students' adjustment through
counselling, and fostering wholesome school-home attitudes (Lunenburg, 2010).
These objectives of school guidance programme are stated around the duties to be
performed by the school counsellor, which are as follows:
1. Providing personal, social and career counselling to promote students’ emotional,
health and adjustment in school and intelligent career decisions and plans.
2. Collecting occupational and educational information and making them available to
students regularly and in a well-structured classified manner as well as developing the
idea of job family.
3. Keeping and maintaining cumulative records on each student in school.
4. Referral of students with more than normal counselling needs to the appropriate
agencies, that is, psychologist and special education experts.
5. Providing group counselling in the classroom settings over subjects like self-
discipline, responsibilities, values classification, sex education, relaxation techniques,
appropriate use of leisure, and qualities of leadership and so on.
6. Identifying and nurturing the talented and gifted students.
7. Rehabilitating the disabled persons.
8. Contributing to the development of a flexible curriculum to provide a meaningful
education for each student.
9. Assisting students in planning programmes of educational and vocational training
consistent with their goals.
10. Preparation of transcripts for students graduating or for those going on transfer from
the school.
11. Identification of students with problems who cannot cope academically with the pace
of the class.
12. Consulting with the principals and teachers over student’s academic problems and
helping students resolve academic difficulties in different subjects on the curriculum.
13. Consulting with parents or guardians with the principal’s support over adult’s personal
and emotional problems that are family-based.
14. Administration of standardized and locally adopted psychological tests for diagnosis of
emotional problems and facilitating vocational guidance.
15. Conducting annual orientation programme for new students as well as periodic
orientation for the senior students.
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16. Promoting career education through organized visits to industries, institutions of

higher learning and through guest speakers on career days and career club meetings.
17. Building up career education and occupational information library in the school.
18. Conducting local research and communication of developments of academic and
professional interest to guidance and counselling section of the federal or state
ministries of education.
19. Working of annual report to be forwarded to the guidance and counselling section of
federal or state ministries of education through the school principal.
Certain factors have been responsible for the establishment of organized guidance
and counselling programme in Nigerian schools. These factors include:
The National Policy on Education makes provision for students of varying age
groups to be in the same school environment. Since the characteristic needs of these
students vary, the help they need will also vary.
Students in the junior secondary school are just in their early adolescent period, a
time when rapid physical, psychological and emotional changes take place in the
students. They experience physical and psychological tension and worries because
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of such developments. As they mature into the senior section, the students become
interested in understanding who they are. They increasingly desire to be
independent and are likely to get quite confused. They therefore need help to
understand themselves, successfully progress through school and acquire skills and
knowledge to prepare them for employment and other roles they have to play in life.
From the junior secondary school onwards, students are increasingly required to
take decisions about choice of curriculum and school and so may require guidance.
Junior secondary school students are exposed to wide variety of school subjects
from which to choose and will therefore need the help of the principal, teachers and
counsellors. The senior secondary school students on their part will be faced with
another type of decisions and choices. They need now to narrow their subject
options. They have to relate their choice of subjects to specific but tentative job
areas and further training areas and to a particular life style.
Economically, oil has made it possible to generate new jobs, but not enough to go
round for everybody. It has also become difficult to get a job with first school
leaving certificate. As educational requirements for work increases daily, this serves
as source of frustration because the new opportunities call for fresh knowledge on
the part of the Nigerian youth. These changes demand new ways of coping which
can be provided by counselling services.
2.1 Highlight objectives of school guidance Programme

The objectives of the guidance and counselling service are similar to the purposes of education in
general—to assist the student in fulfilling his/her, basic physiological needs, understanding herself and
acceptance of others, developing associations with peers, balancing between permissiveness and
controls in the educational setting, realizing successful achievement, and providing opportunities to gain
independence.
2.2 Give reasons for organized guidance and counselling programme
Some of the factors that give rise to organized guidance and Counselling Programme in Nigerians schools are:
1. National policy on education
2. Characteristics of secondary school students
3. Range of school subjects
4. National situation
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1. What are the objectives of school guidance programme?

2. Enumerate any eight duties of the school counsellor in achieving the guidance and counselling objectives.
Discuss the reason why counselling services are relevant in Nigerian schools.
Schoolboard
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Study Session 3
In this session, you will look at the meaning of guidance, counselling, and
psychotherapy. Likewise, you will differentiate between guidance and counselling.
You will also see why it necessary for guidance services to be in the school and
non-school settings.
Learning Outcomes
3.1 define the terms in Bold:
 Guidance
 Counselling
 Psychotherapy
3.2 give justification for guidance and counselling in both school and non-
school settings
Overview of Guidance and

Counselling Services
Defining Guidance,
Counselling and
Psychotherapy
Why GUidance and

Counselling in School and
Non-School Settings
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Study Session 3 Overview of Guidance and Counselling Services
In this section, we will be looking at the meaning of three concepts; Guidance,

Counselling and Psychotherapy.
Guidance means to direct, guide, pilot, assist, show, inform, control, advise, help,
teach, give facts and instruct. Within the school, guidance is a process of helping an
individual to understand him/herself and his/her world. It involves personal help
given to someone. It is designed to assist a person to decode where he/she wants to
go, what he/she wants to do or how he/she can best accomplish his/her purpose, it
assists him/her to solve problems that arise in his/her life.
Counselling means consultation, deliberation, exchange of ideas and process of

decision-making. It involves a person-to-person relationship in which one person
(counsellor) helps another (client) to resolve areas of conflict that have not hitherto
been resolved. It involves two individuals, one seeking help and the other, a
professionally trained person who can help the one in need of assistance.
Counselling services include educational counselling, vocational counselling and
personal-social counselling.
Educational counselling involves measures aimed at facilitating learning and high

achievement. It includes activities such as entering appropriate educational programmes,
subject selection, effective study habit, strategies for maximizing examination anxiety and
success in examination.
Vocational counselling aim at providing adequate information on condition of jobs and the
existing opportunities in the world of work. Vocational counselling helps individuals to
have clearer understanding of the attitude, attainments, interest and dispositions concerning
occupational demands. It also exposes an individual to possible careers and jobs which an
individual can take to in relation to his/her talents, aptitudes, interest and personality
characteristics.
Personal-social counselling is concerned with counselling individuals with personal
problems such as low self-esteem, negative self-concept and lack of self-understanding. It
also deals with social problems such as emotional disturbances, sexual malfunctioning,
family, financial and other socially induced problems. Personal-social counselling is a
process whereby an individual is made to understand how his/her emotional, intellectual
and motivational forces affect his/her relationship with others and his/her personal
adjustment in the pursuit and attainment of his/her life goals.
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Psychotherapy has several definitions but for this course, we shall adopt the
following definition. Psychotherapy is the treatment of problems of emotional
nature or mental illness through psychological means by a trained person (therapist)
with the aim of promoting positive personality growth and development.
Types Of Counselling
Counselling can be categorized into two major categories: individual counselling and group
counselling.
Individual counselling is defined as one-on-one, face-to-face relationship marked by
rapport between the counsellor and the counselee. Individual counselling is private in
nature. The type of problems usually discussed during individual counselling are mainly
personal-social ones.
Group counselling involves more than one person having counselling session(s) with the
counsellor. The number of counselees may vary between four and eight members. It is
usually used with people who have similar problems.
Guidance and counselling are most of the time used interchangeably by individuals,
but they are not the same. Below are the differences between them.
S/NO Guidance Counselling
1 It is very broad in scope It is the heart of guidance and

hence narrower. It is one service
within guidance.
2 It is usually initiated by the It is usually initiated by the

counsellor. client/counselee.
3 It employs authoritarian approach. It employs more democratic

approach.
4 It is preventive. It is curative.
5 It could be conducted by non- It is more technical and therefore

specialist. only conducted by trained
specialist.
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6 It is less intimate and less personal. It More intimate, personal and

is usually structured and more public. confidential.
7 Guidance is informative and more It is less informative, directing

didactic in approach. In other words, it and didactic. Rather, it is
is more directing, teaching client on emotionally based, flexible and
how to solve his/her problem. understanding.
8 It deals more with facts, principles, It deals with patience, tolerance,

and methods and so cognitively cooperation, and less cognitively
oriented. oriented. It is effective in nature.
9 The number that can be treated at a The number that can be treated at
time can range from one to a large a time is usually one or very few
people. people at a time.
10 Client is assisted, directed on how to Client is assisted in exploring and

get rid of his/her problem. allowed to take responsibility by
deciding for him/herself.
11 It may end in a single session. It usually lasts for more than one
session.
12 It helps client too answer the question It helps to answer the question
‘who am I?’ ‘what am I best suited for?’
Counselling and psychotherapy are both professional activities that utilize

interpersonal relationship to enable people to develop self-understanding and to
make changes in their lives. Counselling and psychotherapy overlap but there are
recognized differences between them.
1. Counselling deals with normal clients who are within the normal range of
functioning. Psychotherapy on the other hand is more concerned with
restructuring of personality or self and development of insight. In other words,
psychotherapy deals with individual whose behaviours are neurotic.
2. Psychotherapy operates in medical setting whereas counselling operates in non-
medical setting.
3. Psychotherapy is deeper in scope, it is typically more intense, longer in
duration and there are more attempts to gain insight into the past or long-
standing psychological problems whereas counselling is broader in scope and it
deals more on current situation.
4. A counsellor cannot be a psychotherapist; a psychotherapist can be a
counsellor.
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The need for guidance is universal. It is old as man himself. This is based on the
fact that every human being needs help in one way or other way. There is hardly
any individual who does not need help. Every individual needs assistance at some
time in his life. While some may need help constantly and throughout their entire
life, others may need it only at rare intervals. There is a greater need for guidance
services now than ever before due to the rapid advancement in technology,
emerging of new world order, social change, globalization, liberalization, the need
for outstanding leadership, a shift in standards of morality and integrity, people’s
high aspiration etc. we shall discuss the need for guidance under two headings -
schools setting and non-school setting.
Nigerian schools like other schools in other parts of the world exist in communism,
which rely on the school as an agent a change. Our nation Nigeria is faced with
many problems arising from different sectors of our national life. Such problems
include corruption, bad leadership, greed, insecurity, moral decadence,
unemployment, armed robbers, and drug trafficking and so on. All these problems
can cripple any developing nation. A growing child in such an environment needs
some sort of guidance and counselling in order to be free from the societal ills. This
becomes very necessary because many parents in Nigeria today do not have time to
discuss with their children. This, often leaves many children without the parental
care, thus, they now look forward to the school to provide the much needed love,
care and guidance, which the guidance and counselling services are all about.
In the school, guidance and counselling services are needed to help solve problems
of poor study habit, lack of concentration, inability to adjust to school environment,
under achievement, inability to decide on subjects as well as career, truancy,
bullying school anxiety, school drop-out and the likes. It is important to note many
students in the secondary school are adolescents. This period is a critical period
often termed as a period of storm and stress. Because of many physical changes
taking place in them, they are bound to have conflicting ideas, values and beliefs
about themselves. They have the problems about their parents and family, their
relations to boy and girlfriend for tackling all these situations successfully, guidance
and counselling services are needed to assist the adolescents in resolving these
conflicts and help them in developing realistic expectations.
21
Considering the numerous problems facing the nation and the people presently, it is
necessary that the services of guidance counsellors would be required in different
contexts i.e. several institutions, agencies and groups outside the school system. A
good number of such institutions are found in industrial and commercial settings.
This is because, in such settings, many working conditions could create emotional
tension in the employee, which could require counselling. Frustration, conflict, job
dissatisfaction, resistance to change, long working hours and psychological stress
among workers could result to low productivity and low morale if the services of
guidance and counselling are not available.
Counselling is not only required in industrial and commercial settings outside the
school system in Nigeria today, the services of guidance counsellors are also needed
in hospitals, religious settings, courts, the law enforcement and security agencies as
well as corrective institutions such as prisons, and remand homes. It is obvious that
not only students need guidance and counselling services – adults, parents, teachers,
administrators and all members of the society need it. Among the adults, social
maladjustment includes marital conflicts, lack of jobs, retrenchment, financial
difficulties, emotional upset, fear of death, political instability, anxiety, when these
are present, adults may find it difficult to adjust to situations especially when the
situations are frustrating and if not well handled could lead to mental illness.
3.1 Define the terms in Bold:

 Guidance is advice or information aimed at resolving a problem or difficulty, especially as given
by someone in authority.
 Counselling is the provision of professional assistance and guidance in resolving personal or
psychological problems.
 Psychotherapy is the treatment of mental disorder by psychological rather than medical means.
3.2 give justification for guidance and counselling in both school and non-school
settings
In the school, guidance and counselling services are needed to help solve problems of poor study habit, lack
of concentration, inability to adjust to school environment, under achievement, inability to decide on subjects
as well as career, truancy, bullying school anxiety, school drop-out and the likes.
Counselling is not only required in industrial and commercial settings outside the school system in Nigeria
today, the services of guidance counsellors are also needed in hospitals, religious settings, courts, the law
22
enforcement and security agencies as well as corrective institutions such as prisons, and remand homes. It is
obvious that not only students need guidance and counselling services – adults, parents, teachers,
administrators and all members of the society need it.
Define the terms guidance, counselling, psychotherapy, individual counselling and group counselling.
Differentiate between:
i. Guidance and Counselling
ii. Counselling and Psychotherapy
Explain briefly the importance of guidance and counselling in:

i. School setting
ii. Non-school setting
Schoolboard
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Study Session 4
This session is designed to give you an insight to the factors that constitute the
impediments to the development of guidance and counselling. These factors are
either structural or ethical problems by the author. Some solutions are also
suggested to tackle the problems.
Learning Outcomes
4.1 highlight the structural problems of Guidance and Counselling in
schools
Problems of Guidance
and COunselling
The Structural
Problems
Some of the structural problems obstructing development of guidance and

counselling are:
25
Study Session 4 Problems of Guidance and Counselling
Counselling as a profession requires a considerable length of training. To be a

qualified and efficient should intensify efforts in the production of more qualified
counsellors and universities that do not run the course should consider stating it.
Guidance and Counselling is still a relatively novel idea in the Nigerian education
system. Most of the practicing counsellors were originally employed as teachers
especially in public schools. These teachers come in as teachers and advance on the
job as teachers. They may end up having nothing to do with counselling again
especially when they begin to have duty posts as vice principals and principals.
Thus they should see their accession to leadership positions as an opportunities to
promote the development of guidance and counselling particularly in schools.
Closely linked to the above issue is the problem of role conflict or confusion about
the position of the school counsellor in the school nominal role. Due to the poor
state of many of the schools where physical infrastructures are visibly inadequate,
teachers are often crowded in a room called staffroom. As a matter of necessity, a
counsellor needs a separate office of his/her own. Sometimes, when the counselling
centre is created, it generates ill feelings toward the counsellor. Those who feel the
counsellor is unduly favoured may begin to question his/her role. It is also possible
for the counselling to be seen as a lone ranger, a rival to the vice-principal or
someone whose position and roles are ambiguous. In view of this, to ensure the
development of guidance and counselling, the position and roles of the counsellor
must be clearly defined. Above all, the counsellor must be able to carry other school
personnel all in his/her activities.
Government policies and commitment are largely unstable. Although it was

entrenched in National Policy on education that guidance and counselling is
germane to all levels of education but there is little effort to really show government
commitment to it. It is difficult to determine what the policy is in many states of the
federation. There is no structure in place to promote viable guidance services in
schools. There is need for clearly defined policies and adequate commitment to the
provision of guidance and counselling services in order to safeguard the future of
the nation. Necessary effort must be made by stakeholders to inform and enlighten
the leadership of the nation to show enough to this helping profusion inadequate.
26
Lack of fund is definitely hindering the development of guidance and counselling.

Guidance and counselling as a service oriented programme is capital intensive.
Fund is needed to build structures, equip the counselling centre, procure equipment
and tools, organize and deliver services in addition to manpower development and
maintenance in Nigerian schools. In resolving the issue of fund, budgetary
allocation should be made to guidance and counselling both at the governmental and
institutional levels. In addition to this, public spirited individuals, corporate
organizations and other donor agencies should come to the aid of counselling. It is
also imperative for counsellors to organize guidance services in a way that can
generate more resources. For instance, communism oriented services and
programmes could be organized in such a way that they can attract sponsors.
There are some schools that do not have enough structures to accommodate the
counselling session and there are some that provide offices without chairs and tables
while many do not make provision for other necessary tools such as psychological
tests, one-way mirror, play gadgets, computers, journal and shelves.
The world is now global village, up to date, information about research findings,
modern practices and opportunities for clients all over the world are often available
on the internet. Unfortunately, many schools are not internet connected. This often
puts a limit to the extent to which counsellors could explore information and
provide efficient services.
Most Nigerian Secondary Schools do not accommodate the argument on whether

counselling should teaching of guidance and counselling on the usual class time
feature on the school timetable is inconclusive. Some schools prepare the timetable
in a way that does not provide time for the students at times are not interested in
attending the lessons since it does not consult the counsellor. Where counselling
features attract marks that can lead directly to their promotion on the timetable,
students may cluster at the counselling session at the same time and this may not
augur well for individual counselling. Such periods at best can only be used for
27
Study Session 4 Problems of Guidance and Counselling
group guidance in the classroom or seminars. It will be very difficult for individual
counselling to take place during the period. This calls for every school to be
properly staffed with adequate number of counsellors.
4.1 Highlight the structural problems of Guidance and Counselling in schools

Some of the structural problems obstructing development of guidance and counselling are:
1. Shortage of qualified counsellors
2. Employment and placement problems
3. Role conflict
4. Policy fluctuation
5. Inadequate funding
6. Shortage of tools
7. Inadequate access to modern ICT
8. Counselling and the school timetable
Identify and discuss the structural problems of guidance and counselling in Nigerian schools.
Schoolboard
28
Study Session 5
In this session, you are going to examine the practical steps in the organization and
administration of guidance and counselling services in schools.
Learning Outcomes
5.1 highlight the different stages in the organization of school guidance and
counselling
Process of Developing
Guidance and
Counselling Programme
Phases in the
Organization of School
Guidance Programme
The success of school guidance programme depends largely on the extent to which
the programme is seen as an entire school activity. The counsellor cannot function
as a lone star, he needs the support of entire guidance team members which includes
the principal, the counsellor, students, staff (non-academic and academic) PTA
members, visitors to the schools and resource people around school guidance
programme should be operated as a “teamwork”. However, in organizing and
29
Study Session 5 Process of Developing Guidance and Counselling Programme
establishing guidance and counselling programme in school, three phases are

involved namely – planning phase, implementation phase and the evaluation phase.
This phase may be regarded as a preparation stage. The first step towards a
successful operation of a responsive school guidance programme is a thorough and
well executed planning stage. The planning stage should involve a number of sub-
steps, which including:
1. Assessment of the needs of the school
2. Cultivation of team spirit
Assessment of the needs of the school

This could be done by conducting opinion survey in order to identify the topmost or
immediate guidance and counselling needs of the people he/she is to serve. The counsellor
may be interested in finding out what particular aspects – educational, vocational or
personal needs emphasis or in what order or combination, who needs it and how urgently it
is needed.
Cultivation of team spirit
The counsellor should be aware that for him/her to succeed, he/she needs the support of
every member of the school communism. There is the need for him/her to develop team-
spirit. Before this can happen, the student and staff should be given adequate information
on the meaning and importance of guidance and counselling. When this is properly done, it
can reduce resistance, non-support, or even antagonism of the programme from any
individual.
The counsellor should seize every opportunities to inform staff and students about guidance
and counselling. The first person to whom the counsellor should explain the necessity of
school guidance programme is the principal courteously and intimate him/her about ways in
which guidance programme could be of tremendous help to his/her administration, students
overall development and the staff as a whole. Once the principal is convinced of the need
for guidance programme, the staff should the next and the students.
Some common ways of initiating guidance-counselling services are:

1. School Magazines: The counsellor could put up a write up about the
importance of guidance and counselling in the newsletter, club or school
magazines.
2. Paper cuttings: The counsellor should search for and make cuttings from
current newspapers or magazines on important issues that are of interest to the
students such as information about various institutions of higher learning and
30
courses available in them. As information about industries and job

opportunities available.
3. Advertisement: At an early stage, the counsellor should create awareness in
such a way that it cannot be unnoticed. This could be in the form of using
cardboards with bright coloured captions such as (a) troubled? See the
counsellor (b) Battling with poor study habits? See the counsellor for help and
many more like these.
4. Posters: Relevant posters giving information about educational, socio-personal
and vocational matters should be displayed where they can be easily seen by
the students.
5. Classroom visitations: The counsellor could visit the classrooms during free
periods or before the arrival of the next teacher. On such occasion, the
counsellor can briefly tell the students the functions of the counsellor and
solicit for their maximum support.
This phase is based on the need assessment of the school already carried out by the
counsellor. The findings of the need assessment will show the counsellor what to
embark upon. Here the counsellor presents to the principal (school manager) his
findings, indicating what is needed to achieve improvement in terms of office
facilities and personnel. The counsellor must acknowledge practically the
importance of the principal, staff and students in the successful implementation of
his/her activities. He/she should show that he/she is a good human relation officer to
win the unalloyed support of the principal. There is the need for the counsellor to
summarize his functions as a counsellor to the principal in a preliminary meeting
with him/her. However, the counsellor should let the principal take a lead on how to
execute the programme. The school principal should be at the apex of
administration of guidance programme at the implementation phase.
Guidance Committee
At this stage, the guidance committee is set up. This is to ensure the smooth administration of the school guidance
programme. First is the ad-hoc and later a permanent one. The Ad-hoc committee can be formed from the staff
members. It is to steer the group to determine the best guidance services the school needs, who is to do what, when
and where.
The later guidance committee that evolves from the adhoc guidance committee should have its members drawn from
all the strata in the school. The counsellor should of course function as the resource person in the committee. The
guidance committee becomes a livewire of the guidance programme. Usually the guidance programme should have
offshoots inform of sub-committee with each sub-committee responsible for specific aspect of the programme.
Akinade, Sokan and Osarenren (2005) outlined the following as the duties of the guidance committee:
1. Identifying staff and students needs and categorizing them
2. Drawing up agenda termly and yearly about counsellor (planning a calendar of activities)
3. Acquiring needed resources: identifying useful strategies and office accommodation
4. Carrying out programmes
5. Giving feedback regularly to the principal and school
6. Seeing to adequate funding and managing of resources
7. Evaluating the implemented guidance programme
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Study Session 5 Process of Developing Guidance and Counselling Programme
The degree of success of the guidance committee in achieving its goal would go a long way in determining the
success of guidance programme in general.
The final phase of organization and administration of guidance programme is

evaluation. Evaluation of guidance programme becomes very necessary if the
effectiveness of its services is to be known or be improved upon. Evaluation data
are necessary to assist school personnel in interpreting the guidance programme to
the community, parents and even government agencies. The tools that can be used
include psychological and non-psychological tools, interviews, questionnaire,
observation etc. It could be carried out occasionally, periodically, termly, yearly,
biannually depending on the level of those being served. The results of evaluation
should provide the impetus necessary for the improvement of the school guidance
programme.
5.1 Highlight the different stages in the organization of school guidance and
counselling
There are basically three phases of developmental process for school guidance and counselling. they
are:
1. Planning phase
2. Implementation phase
3. Evaluation
Discuss the stages involved in the development of guidance and counselling in school.
What are the roles of the guidance committee in the implementation of guidance and counselling programme?
Schoolboard
32
Study Session 6
In this session, you will highlight requirements for an effective running of school
guidance and counselling programme. You will also discuss issues such as
accommodation, time, career library and finance. You are to familiarize yourself
with the requirements because they are very important in the discharge of the
responsibilities of a counsellor.
Learning Outcomes
6.1 describe the types of facilities and logistics needed for school Guardian
Services
Requirements for School

Guidance Service
Facilities and Logistics
Required for School
Guardian Service
We will be looking at the different facilities and logistics that are required for
school guidance and counselling. Let us take them one after the other.
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Study Session 6 Requirements for School Guidance Services
Recognition of the need for organized and systematic education and career guidance
in our schools, with teachers suitably qualified and equipped to give it, has brought
with it an acknowledgement of the accompanying need for space in which to carry
out the work. Guidance and counselling will not have proper status in the school or
be seen by students to be important if career masters or counsellors have to keep
their materials in their ordinary subject rooms, workshops or laboratories and if
there is no way in which parents can easily come to members of the guidance and
counselling team for information and advice. Provision of career room is to enable
the orderly storage and easy retrieval of relevant and up-to-date material on higher
and further education, career and training together with adequate administrative
support for teacher and provision for interviewing students in reasonable comfort
and privacy. If the room allocated is too open to passers-by, or if people can easily
hear what is being discussed inside, students are likely to avoid such place.
This is the most important factor that may constitute a threat to client’s privacy.
Rather than a noisy environment, the counsellor’s office should be located in a quiet
place where heart-to-heart discussion can take place.
34
It has not been easy reaching a consensus on a particular structure, which the office
should take. While some authors favour a three-room size apartment, some others
suggest four. However, many authors seem to support a four room structure
comprising:
1. The counsellor’s main office serving as the interview room
2. Conference room
3. Library/equipment room
4. The Secretary’s office/waiting room
The Counsellor’s office occupies a central position in counselling service.

Therefore, it should be different from what the staffroom looks like. The colour of
the inner walls of the room must be cool. A colour such as grey or blue paint might
be ideal for most clients since it depicts gentleness and business mindedness. The
wall could be beautifully decorated with some psychological words like “There is
no problem without solution”. “A problem that is well stated is half solved”. The
dimensions of the office could be 10feet x 12 feet. The list of items one expects to
find in the office of the counsellor is endless. It includes, a table of moderate size
and design, few chairs with cushion, a rotating chair for the counsellor, a call bell to
be used for emergency, a mobile phone, an intercom for internal communication, a
filling cabinet or a cupboard with lock and key for keeping sensitive records,
enlarged photographical tests, tape recorder, enlarged photograph of counselling
session, rug on the floor or good tiles, pleasantry looking transparent door and
window blinds.
The inclusion of each of these items has a lot of implications for effective
counselling service. For instance, a bell is necessary to call the secretary or client
into the interview room or else he or she comes in uninvited and by so doing
embarrasses both the client and the counsellor during an interview session. Non-
transparent door and window blinds are vital for shielding the client from external
intrusion during counselling session. The cabinet in the counsellor’s office gives the
client the assurance that his file cannot be looked through by just anybody. It is
necessary to have a box of tissue paper around for emotional clients.
The office should be a “welcoming” one. It should be well ventilated with
appropriate lights. The surrounding of the counsellor’s office has to be beautiful
flowering plants with cooling effect could be planted round it and the environment
should always be neat. If it is neat and beautiful, it will give a calming effect on the
client and make him feel he is going to discuss his private life with an organized and
disciplined somebody. It is therefore necessary that the environment has to be
attractive and not repelling.
The waiting room enhances complete relief to the client. This is because the waiting
room is supposed to be an atmosphere that will assure the client that the solution to
his problem is at hand. The secretary/receptionist must have a pleasant personality
35
and must be emotionally stable. He/she is responsible for welcoming clients, giving
them personal data forms to fill; opening of files for new clients and passing them to
the counsellor. His/her office needs to be equipped with stationary, telephone and
computer. There should be chairs for the client waiting to see the counsellor. The
colour of the wall should have calming effect and should be decorated with
beautiful pictures and good write-up that will depict responsibility, credibility and
business mindedness. There should be journals, newspapers, magazines and picture
albums of psychological relevance.
It should be a large room equipped with bookshelves, chairs and stack tables
suitable for storage of books and pamphlets. The room should serve as a storeroom
where newspaper cuttings on different aspects of life, magazines that provide
information about different types of career, nature of work and specialized
instruments such as Bio-feedback, one-way mirrors and others are kept. These
equipment should be arranged in such a way that they do not hinder the movement
of clients and the counsellor.
The aims of careers library include the following:

1. Pooling of all available resources and information about the world of work in an
organized setting foe easier access to students.
2. Encouraging the entire school to always be on the lookout and to go in search of
career information materials to be stored in the library.
3. Providing a centre of attraction for students with career development problems.
4. Providing the needed impetus and initiative for developing various kinds of
career guidance educational activities.
The following kinds of materials are very relevant in career library:

1. Encyclopaedias or manuals on careers and the world of work.
2. Journals, that is, newsletters, magazines, newspapers and bulletin about careers
and occupations.
3. Manuals, brochures, prospectus and calendar of post-secondary institutions and
public examination bodies such as universities and other higher institutions,
WAEC, JAMB, NECO, NABTEB, etc.
4. Career public information materials or booklets from many organizations and
occupational setups, that is, public relations information materials form banks,
the military, insurance companies, agricultural organizations, departmental
stores, government parastatals, and so on. Such information materials include
calendars and special releases or magazines.
5. Biographies of successful career persons.
6. Careers guidance books that describe careers, their requirements and how to set
about those careers.
7. Career information materials for special populations like handicapped or even
women.
8. Information about financial aids and materials, that is, scholarships, loans and
grants from organizations and government.
9. Stock of all forms of jobs and entry into higher institutions of learning.
36
The conference room should be big enough to accommodate a number of people for
group counselling, seminar, talk, workshop and film shows. It could also be used for
storage of audio-visual equipment like the slides, tape recorders, video sets,
television sets, projectors, computer /laptop and other multimedia devices.
In designing the counsellor’s office and considering the delicate nature of his job,
there is the need to mention the personnel specification with which a counsellor
needs to work within his/her office. In ideal situations, it is appropriate to have at
least four workers apart from the counsellor. These people include the secretary
who also acts as the receptionist, a driver, in case there is need for one, a cleaner –
cum messenger and a night guard.
A lot of time is required by the counsellor to carry out the following duties:
1. Organization of records and information about students.
2. Meeting and answering enquires from students, teachers or parents needing
instant factual information about their career plans and aspirations.
3. Interviewing students individually or in group.
4. Administrative arrangements, working out a programme with class teachers
and organizing excursions, visits, films, career day, careers club and other
activities.
5. Liaising with employment agencies, for instance, federal and state ministries
and other occupational establishments.
6. Conducting local research on occupational opportunities and making such
information available to students.
7. Setting up an effective library in order to have more time for counselling role.
37
Apart from the initial equipment and furniture, the counsellor will need money for
books, pamphlets, transport fare when students go on career excursions, records
system, student’s cumulative records cards, folders, stationeries for use, film strips,
slides and hired films, salary allowance and hospitality for invited guest speakers at
career day or career convention. The school should therefore have an annual
allocation of funds sufficient to install and maintain their equipment, literature and
teaching aids.
For the counsellor to tackle his/her job more systematically and more scientifically,
and if he/she is to guide the students effectively about the choice of jobs, he/she
must have comprehensive knowledge and be well informed about jobs. Career
information addresses the current and future conditions of work, education, training
and job opportunities and requirements. Most youths however continue to enter the
labour market with little and often-erroneous information about work preparation
and entry retention satisfaction. The information that are obtained about subjects
being taught in relation to possible available career tends to have little relevance to
specific local job situation and is often out of date or incomplete. The counsellor
should therefore provide the following information in order to make the transition
from school to work smooth:
1. Appropriate and accurate information about employee and employer coping
and adjustment.
2. Realistic information on the varied work environments of each occupational
category
3. Current information about attitudes, values and general sociological factors that
exist in employment areas and how they differ from one’s existing
community’s characteristics.
4. Realistic comparison data on income potential versus cost of living in different
geographical areas.
5. Information about the levels of training needed for both entry and advancement
in specific occupations.
6. Data on the personal attitudes, advantages and disadvantages associated with
fields of occupation of interest.
7. A range of information about the requirements of various unions and other
trade requirements for entry into occupation with organized labour.
8. Appreciation of the variety of skill training options available in private, public
and armed forces establishments. An awareness of the possibilities of financial
support from the federal, state and local government.
Therefore, the goals for information and career factors should be:
1. To provide logical groupings of occupational opportunities,
2. To provide logical groupings of educational and training opportunities;
3. To provide basic characteristics of specific jobs;
4. To specify basic occupational and education exploratory skills;
38
5. To help determine the relationship between personal values and interests in

jobs and education choice;
6. To encourage the use of current information in career decision making;
7. To acquire knowledge on courses and career, and
8. To develop students concept of the variety of roles in society that people play
through their work.
Students should be fully involved and motivated to take part in every phase of the
career education programme planning and implementation.
6.1 Describe the types of facilities and logistics needed for school Guardian
Services
Some of the requirements needed for school Guardian Services include:
1. Accommodation
2. Time
3. Finances
4. Career information factors
Discuss how provision can be made for the following for success of guidance services:
1. Counsellor’s office
2. Career library
3. Finance
What are the goals of information and career information?
Schoolboard
39
Study Session 7 Methods and Techniques of Educational and Vocational Information
Study Session 7
In this session, you will look at the different methods and techniques that are used to
administer educational and vocational information services. Essentially, the
assistance given to students comes in the form of information. This is given either
individually or in-group. To be successful, the information has to be given with the
cooperative effort of all school personnel such as the principal, teachers, counsellor,
the school librarian, house masters/mistresses, dean of students and trained senior
students.
Learning Outcomes
7.1 list the techniques of education and Information Service
Methods and Techniques

of Educational and
Vocational Information
Techniques of Education
and Information Services
40
A number of techniques have been used by counsellors to facilitate students’ career

development. These techniques describe both the role of occupational information
in career work and the ways information in career work can be used. Occupational
information can be defined as “facts about jobs for use in vocational guidance” or “a
description of man’s work and its related conditions”.
Some of the methods and techniques used in providing education and information
services are:
When any student comes to school for the first time, either as a fresh in-take in class
one, a transfer from another school, or a student progressing normally from junior to
senior section of a new school, especially where both are located in separate
compounds, the student needs a tour of the school compound or campus to become
familiar with the available facilities in his/her new school. He/she needs to know
what they are used for and where they are located. This includes classrooms,
libraries, clinics, laboratories, toilets, etc. He/she needs to be shown administration
offices and especially the counsellor’s office where students can go to for help
whenever they need clarification on any matter. He/she should know the games
field. This tour should be carried out preferably in groups. In the junior and senior
secondary especially, the older students should be trained to take the new students
round. The advantage of involving students is that being closer to their peer groups,
students feel more relaxed and able to ask questions when they do not understand.
Because new students tend to feel very tense and home sick having just left the
safety of a familiar environment, there is need to make effort to make fresh students
feel at home. The behaviour the school expects of its students, the relationship
between the senior and junior; between students and teachers, school regulations
41
concerning bullying, fighting, regulation governing exits, and visiting periods

should be made known to the students. A carefully written school handbook made
available to students and their parents help give clear directions to new students to
know where they are going and school regulations, report cards the year school
calendar including long holidays, mid-terms, prize and foundation days, PTA
meetings, school history, motto should be prepared in advance to give parents an
opportunity to attend some. Acquaintance with the general layout of the school
compound as well as the school personnel may also take place during a PTA
meeting. Specific information peculiar to the developmental level of the students is
also necessary. The primary school child between six and eleven year’s old needs to
be loved, to feel safe and happy. He is curious, active and full of energy. He likes to
do things rather than being told about them.
In the first three years, the child should be shown how to wash his hands after play,
blow his nose, or ease him/herself. This should be demonstrated repeatedly and in a
kindly manner. They need to be helped to enjoy the company of other children and
to treat one another with respect. Children should learn the names of the teachers
with whom they come into contact. A child who does not know the names of those
who teach him cannot effectively communicate his school experiences with teachers
to his parents. Punctuality to school and classes should also be stressed because this
habit will be required in adjusting to the world of work. Some of this information
could be given at PTA meeting, through newsletters sent to parents or in class and
school assemblies. Church meetings can be used to convey these announcements.
Individual counselling should be used for cases that do not respond to group
treatment.
One of the oldest forms of career education is going out of school to visit work
places. Work visits aim at widening of knowledge and aspiration about occupations.
It should be directed to the achievement of the requirements of occupation. To
obtain the best results from any visit, it will be necessary to prepare the students
before they set out on the visits. Each visit should be planned in advance so that
students know what to look for and questions they should ask. Students should have
knowledge of what is to be seen during the visit. A job questionnaire could be
designed to draw the attention of the group to certain points that they may wish to
consider when they undertake their visit rather than for them to do so on return. The
occupational establishment or the educational institution to be visited could be sent
an advance copy of the questionnaire after the date of visit must have been
confirmed but the institution or occupational establishment. During the visit, the
following points should be considered:
1. Name and address of the occupational establishment or institution.
2. Geographical location (state, local government or town)
3. Aims and objectives of the institution
4. Careers or courses offered
5. Nature of work:
 Does it involve travelling and how often?
42
 Work hours
 What does one do in the job
 Type of material one works with
6. Work environment
 Kind of surrounding, e.g., temperature, noise level, etc
 Working
7. Employment prospects
 Are the workers in demand?
 Is demand increasing or waning?
8. Qualification
 Education or training preferred or required
 Length and cost of training
 Essential experience
 Personality required for the job, e.g., age, sex, height and weight
 Physical requirements, e.g., good vision, hearing, etc.
9. Prospects
 Advancement opportsessiony, promotion and rate of pay, steady rising
income, continuity of income
 Recreational facilities
 Medical services
 Trade unions
 Contacts and further information
 Name of individuals and addresses or organization
Work experience is a technique in which the students actually do a job under as

nearly as realistic conditions as possible but without payment for their labour and
not necessarily in an occupation which they ultimately hope to enter. It should be
stressed that work experience is not an attempt to find job for students but rather it
is an attempt to widen the horizon of students and ease the ultimate transition from
school to work. Work experience can consist of anything from one full day at a
place of work to as much as a week or even longer. It usually involves students
turning up at the work place at the workers starting time and remaining there for the
entire working day. It is hoped that work experience would have impact on the
vocational thinking of the students.
43
The following are aims of work experience:
1. The experience gained by rubbing shoulders with the working world can give a
clearer insight into careers and occupations
2. It can help to develop confidence, personality and increase awareness of one’s
responsibility as a young citizen in the community.
3. It develops a sense of regularity, punctuality, responsibility and knowledge of
the world of work.
4. It enables the pupils to have an insight into the stresses and tensions that may
be experienced in the transition from school to life.
The selection of students to undertake work experience may vary from school to
school and so does the timing of such schemes in the student’s education. It is
however advisable to send students out first, when they are in primary six, second,
when they are in JSS three and at the end of junior secondary as education of others
may terminate at this level; third in the senior secondary. It is important that
experiences should be arranged for the students that will facilitate their progress
through primary, junior and senior secondary schools. A primary school child
should be able to indicate where his parents work, what they do and how their work
helps others. In this way this way, educational guidance with the vocational
implication can be given in the primary school. Work experience should form an
integral part of school pupils’ general education.
With non-test observation techniques such as sociogram, rating scale, socio-drama,
anecdotal, etc., each child is continuously assessed. With feedback on their
behaviours, attitudes to school, to property, to their mates, teachers, their academic
performance and participation in games and extracurricular activities, children begin
early to learn what they can do or cannot do successfully and how to improve. To be
able to monitor child’s developmental pattern, the school must use school records
that are well kept and cumulative in nature. The cumulative record folder which
gives a picture of each child’s development in the academic, health, family, school
attendance and behaviour areas is very essential. Each school should organize one
that meets the local needs of its school population. As the senior primary, junior
secondary and senior secondary draw to a close, students should be taught how to
fill simple application forms, attend closely to instruction on each form and how to
behave in an interview.
44
Career convention is known also as careers day, or careers conference, or careers

forum or careers symposium or careers week or even careers consultation. Whatever
the name, careers convention serves the following reasons:
1. To stimulate careers thinking and widen occupational horizons.
2. To focus attention on particular jobs in order to help an individual crystallize
his/her preferences
3. To create a situation in which parents can meet employers and discuss the
opportunities they offer and on the other hand, meet the career teacher and the
career officer with whom they can exchange views.
Careers convention if properly organized can be a potent factor in motivating
students to aspire to higher achievement and it can help subject teachers to see the
relevance of their subjects for specific careers. Career conventions can take the
following forms:
1. One whole day, a half day or several evenings
2. A complete Saturday
3. A small events on related professions such as engineering, construction, health
services, finance, etc.
4. Exhibition with manned stand
5. A series of formal lectures in the school hall with exhibitions and displays in
the background
6. Evening activities limited to parents, the students having attended during the
day
Planning and preparation for the convention need proper organization and follow-up
in the class if students are to get the maximum benefit from it. The career teacher is
advised to take the following steps:
1. Consult with the principal on every step you take in the preparation for the
convention and make sure you secure his consent before you start to implement
your programme.
2. Decide on the type of convention and amount of room and seating available.
3. Prepare students for what is going to happen. For example, students can be
given advance copy of the list of occupations to be presented and encourage
them to select not more than three, which they are interested in.
Getting students to write an essay or complete interest inventory or checklist
questionnaires on the kind of information they want about careers can be used in
clarifying their minds about the sort of questions they can usefully ask the speakers.
The Bakare Interest Inventory can be used to supplement the questionnaire. They
can be scored to indicate some area of interest to enable career convention to take
place within the context of the profile. The counsellor should:
1. Compile information from the questionnaire and inventories to calculate the
popular areas of interest
2. Consult other members of staff, getting volunteers for particular tasks.
45
3. Approach prospective speakers at least three months before the event, write at
least twice and select dates.
Resources persons or speakers can be drawn from:
1. State chamber of commerce
2. Professional associations
3. National Directorate of Employment
4. National Manpower Board
5. Federal Institute of Industrial Research office (FIIRO)
Next, decide whether the convention is to be open to students from other schools.
Other preparations include:

1. Informing PTA of what is to happen and the extent to which they may be asked to
help.
2. Write letters to speakers confirming dates.
3. Advertise convention day through posters and local newspapers.
4. Contact radio, television and newspaper editors about coverage.
5. Provide refreshment for speakers after sessions.
The use of films, television, tape recorders and other aids seem to be of more value
in career guidance because they bring the world of work right into the classroom.
The use of audio-visual aids will achieve a great deal if the careers teacher and the
students participate actively and no one will be merely a passive observer. Career
films are very useful in stimulating thought, discussions, imagination and widening
of horizon. They provide an opportsessiony for portraying a realistic picture of the
worker at his/her job. They also enable students to get a greater idea of job setting,
tools and equipment the worker uses and the products to which the worker’s effort
contribute. In order to achieve maximum benefit from film shows, the film should
be previewed by the careers teachers, checking for technical and functional details
and points of special relevance summarized and presented to the class before they
see the film. Students should be equipped with writing materials in order to make
notes of any important points of career interest. The film should be discussed as
soon as possible after it has been shown. A film projector is needed to help in
screening hired or borrowed films.
The following are the audio-visual aids that the teacher can use to advantage:
1. Television: Teachers can encourage students to watch programmes designed to
help educational and career choice. Teachers can video tape the programme for
a repeat in the classroom during lessons. It is important that the teachers
preview the recorded programme before showing it to the class. A television
broadcast can be followed up by a visit to a work place or educational
institution where students can see a first-hand example of the techniques and
processes shown in the broadcast.
2. Radio: A wide range of types can be assembled from selective listening to
radio programme on careers. Both the state and federal radio stations
46
sometimes provide suitable materials for careers education in particular by

featuring items about available local industries and other occupational
establishments owned by the public or private sectors. Careers masters and
students can be invited to participate in discussion programme on employment
aspirations and opportunities or debate on advantages and disadvantages of
selected occupations.
3. Photographs: Students can be asked to collect sets of photographs relating to
local industries. These can be obtained from ministries of information and
labour or the dailies and periodicals. Many national newspapers now carry
regular advertisements on career and job openings. They provide useful and up-
to-date information about educational and occupational opportunities available
in the country. A survey of jobs advertised in the back issues of the newspapers
and periodicals, say over the past five years, can provide a useful information
about the changing nature of the world of work vis-à-vis the occupational
scene.
It is no doubt that the roles and responsibilities of a professional counsellor are
formidable. It is also clear that establishing a career guidance programme is time
consuming and difficult task but it is essential to attainment of programme quality.
The school counsellor as a career guidance professional is the person to assume
leadership in the implementation of career development outcomes.
7.1 List the techniques of education and Information Service

There are many Techniques of education and Information services. Some of them include:
1. Orientation
2. Work visits
3. Work experience
4. Career convention
5. Audio-visual aids
What are the techniques and methods that can be used to disseminate educational and vocational information?
What are the factors to be considered in selecting a film for showing in the class?
47
Schoolboard
48
Study Session 8
In this session, you will get to know the various organizations where Guidance and
Counselling Services may be required. Among these organizations are Nursery,
Primary and Secondary Schools, Tertiary Institutions, Government Ministries,
Private Establishments, Hospital, Psychiatric homes, Prisons Remand homes, Social
Welfare Centres, Refugee Camps, Sport squads, Religious Centres, Non-
Government Organizations and other Rehabilitative Institutions.
Learning Outcomes
8.1 point-out the organizations where Guardian and Counselling Services
are needed
Establishment of
Guidance Services in
Various Organizations
Places Where Guidance
and Counselling Services
can be Provided
49
Study Session 8 Establishment of Guidance Services in Various Organizations
There several organization where Guidance and Counselling Services are needed.
Some of these organization are described below.
Some major problems faced by students in the school are emotional social,
psychological, interpersonal, educational etc. In order to help resolve these
problems and provide vocational and moral guidance and help the students to adjust
to school and take charge of their future, the professional trained counsellor is
highly needed. When a counsellor is newly posted to a school where there had not
been a guidance-counselling centre before, he/she needs the following steps:
1. He/she first watches the school environment, the culture of the school,
philosophy and the policies of the school, the general behaviour of other
personnel (the principal, vice principal, academic staff and non-academic staff),
the attitude of the students and the dire need of guidance and counselling centre
in the school. He/she does not need to rush.
2. He/she discusses with the principal the goals, objectives, philosophy and the
ethical codes guiding guidance and counselling services as well as the
relevance of it.
3. He/she discusses with the teachers and then with the students
4. The counsellor is introduced to the Parents’ Teachers Association (PTA) so that
they will give the counsellor all the necessary support he/she needs to tackle
whatever problems facing the students. The school counsellor activities should
go beyond the four walls of a school to the community through the parents. In
the process, if the school had educational problems like mass failure in WAEC,
cheating in examination, social problems like bulling, truancy and other
interpersonal problems, proffering solutions to these problems would lead to
quick acceptance of establishment of guidance and counselling in the school.
With the establishment of guidance and counselling centre, the counsellor needs to
work cooperatively with all the ‘school family members’. Learners stand to benefit
from the following guidance services:
1. Information services
2. Orientation services
3. Research services
4. Placement services
5. Follow-up services
6. Appraisal services
50
An industry worker is expected to be emotionally, socially and psychologically

stable in order to contribute positively to the organization. This therefore calls for
the services of a professionally trained counsellor in order to help in the realization
of the above. Some of the functions of industry counsellor include the following:
1. Recruitment, selection and placement of workers; industrial relations and joint
consultation employees’ welfare; training and development of workers;
gathering of relevant information and dissemination to the workers (Shobola,
2008).
2. The counsellor’s functions also include counselling workers with adjustment
problems and make referrals to the appropriate quarters as well as helping to
boost the morale of workers.
Hospitals such as psychiatric homes, maternity centres, clinics etc. stand to benefit
from the various guidance services. Guidance services in health institutions must be
designed to address the unique needs of prospective clients in such institutions.
Working in the medical setting may be slightly different from that of school and
industry because of some extra medical things the counsellor needs to know. The
counsellor needs to familiarize him/herself with some medical terms like ‘patient’ and
not ‘client’, medications in treating anxiety disorder, depression, psychosomatic disorders,
anorexia, schizophrenia etc. A health institution is often headed by a medical director
who by training is a qualified medical doctor with deep knowledge of the
interrelationship between physical and psychological health. Hence, it is easy for
the counsellor to convince the leadership of the health institution about the
relevance of counselling services and the need to enjoy their support and
cooperation in order to ensure the success of the programme. The counsellor needs
to maintain a good relationship with other personnel working in the health
institutions such as medical doctors, consultants, opticians, nurses, pharmacists,
laboratory technologists and host of others.
51
Study Session 8 Establishment of Guidance Services in Various Organizations
Rehabilitative institutions are designed to rehabilitate people with some forms of

personality disorder. Some examples of them are prisons, remand homes, social
welfare centres and refugee camps. The goal of rehabilitative institutions is to
reform, correct and rehabilitate people so that they can become useful members of
the society. In order to accomplish this task, the services of professional counsellors
would be highly needed. Cases like drug addiction, criminal tendencies, social
dysfunction, hopelessness, depression, anxiety, criminal tendencies, schizophrenia
and other psychopathological disorders are being handled in these institutions by the
counsellor. These centres are normally headed by a director whose training
encompasses the knowledge of social works, psychology, criminology and the likes.
To start guidance and counselling services in these centres the counsellor would
need to convince the leadership of the centre and the entire members of staff of the
importance of guidance and counselling services in such canters.
8.1 Point-out the organizations where Guardian and Counselling Services are
needed
Guidance Counselling Services can be provided in the following places:
1. In the School
2. In Industries
3. In Hospitals
4. Rehabilitative Institution
52
Discuss the role guidance and counselling services can play in the achievement of the objectives of the following:
a) In school
b) In industries
c) In hospitals
Schoolboard
53
Study Session 9
In this study session, we will the describing the roles of school personnel in the
administration of Guidance Programme. Guidance programme is a teamwork
approach in which all school personnel are considered responsible for contributing
to the success of the programme. Some of the personnel we will be looking at are
the Principal, Vice Principal, Teachers and School Health Personnel.
Learning Outcomes
9.1 highlight the roles of school personnel in the administration of
Guidance Programme
Roles of School Personnel

in the Administration of
Guidance Programme
School Personnel and
Guidance Programme
The term personnel used here include everyone who has direct or indirect contact
with the students for whom the programme is developed. They include the principal,
55
Study Session 9 Roles of School Personnel in the Administration of Guidance Programme
vice-principal, teachers’ students, school worker, counsellors and non-academic

staff such as clerks, messengers, gateman and drivers. Others connected with the
school life are professional association members, employment agencies, resource
person, old students association and Parents Teachers Association (PTA) members.
The responsibility of coordination is one of the primary functions of the school
counsellor. The counsellor cannot work in isolation from the other members of the
school as every member has a role to play in order to ensure the success of the
guidance programme. All the members of staff are working together for the same
purpose. The roles of some members of school personnel are discussed below.
The principal’s work involves planning, directing, coordinating and managing

human and material resources. As the boss, he/she is the liaison officer between the
school and the Ministry of Education as well as the community. He/she is
potentially the most singularly important person in the development of guidance
programme in the school being the chief executive officer in the school. In fact, the
guidance programme can only succeed if it has the support and backing of the
principal. Essentially, the principal’s roles in the school programme are as follows:
1. Explores and interpret the objectives of guidance programme to the teachers,
parents and immediate community where the school is located
2. Encourages and motivates the staff to help and cooperate with the counsellor
3. Provides furnished office space for the counsellor
4. Provides financial support and suitable facilities such as bulletin board, up-to-
date career library, stationery and other relevant facilities
5. Refers students, staff and parents to counsellor for assistance
6. Allocates time officially for counselling
7. Supports continuous evaluation of the programme to ensure that it is fulfilling
stated objectives
The Vice-Principal is appointed to assist the principal in the day-to-day activities.

Guidance programme is one of school duties that the principal may assign to the
vice principal. This shows that the support of the vice principal is highly needed too
56
because he/she also has strong influence in the operation of guidance programme in
the school.
The teachers are the closest staff to the students. This is due to the extended contacts
they have with students. This important position makes them very important in the
guidance team. The following are the roles in educational guidance:
1. Recognize, identify and refer students who need counselling (it could be in the
area of academic, vocational or socio-personal) to the counsellor
2. Assist in the diagnosis of some problems prone to some students in the school
3. Orientate and encourage to seek the help of a counsellor by telling them the
relevance of guidance and counselling
4. Assist in identifying other resource persons or helpers outside the school or
among the PTA members
5. Prepare and make students’ continuous assessment available to the counsellor.
The teachers are in fact the most useful allies of the counsellor. For the
implementation of the guidance programme to be successful, the counsellor needs to
develop a good rapport with them. The counsellor should be in mind that he/she
needs the teachers more than the teachers need him.
The medical team comprises the doctors, nurses, dentist, etc. The medical team is
needed in the school to provide basic preventive health services including routine
checks for ear, nose, throat, eye and teeth problems. They also provide appropriate
remedy for ailments and advise students on basic hygiene rules. The medical can
refer clients to the counsellors and counsellors too can refer clients to the medical
personnel for adequate treatment of any ill health. The counsellor should therefore
develop good rapport with members of this team for the success of the school
guidance programme.
Other non-academic staffs that have peculiar roles to play in the administration of
guidance programme include the school drivers, clerks, messengers, librarian and
gateman. For instance, the gateman can carry out referral work since by virtue of his
position within the school; he knows the habitual late comers and could provide this
information to the counsellor. Another example is the librarian, he/she can be
helpful to the extent that he/she collects the books, journal and pamphlets on
guidance, occupational information and provide necessary help to students for their
use.
57
Study Session 9 Roles of School Personnel in the Administration of Guidance Programme
The role of the parents in guidance programme is realized through cooperation with
the school authority and the counsellor. The responsibilities of the parents include
the following:
1. They need to provide information, which will be useful for the counsellor to
assist their children
2. They need to consult with the counsellor to know more about their children
3. They need to encourage their children to make use of the guidance services
4. They can act as resource persons during the school’s career week.
9.1 Highlight the roles of school personnel in the administration of Guidance

Programme
In order to run an effective and successful Guidance Programme, some school personnel must play
important roles. Some of these personnel are:
1. The Principal
2. The Vice Principal
3. The Teacher, and
4. The School Health Personnel
Why does the counsellor require the support of other personnel in the school for successful administration of
guidance programme?
Explain the roles of each of the following in the administration of school guidance programme:
a) The Principal
b) The librarian
c) Health personnel
d) The parents
e) Other non-academic staff
58
Schoolboard
59
Study Session 10
In this session, you will explain what a test is, types of test that can be used,
characteristics of a good test and the limitation of test in guidance and counselling.
By the end of this session, you would have had an overall view of what test is all
about and the use of it in guidance and counselling.
Learning Outcomes
10.1 explain psychological test
10.2 list different types of tests used in guidance and counselling
10.3 discuss how tests are used in guidance and counselling
Tests used In Guidance

and Counselling
Programme What is a Test?
Types of Test used in

Guidance and
Counselling
The Uses of Tests in

Guidance and
Counselling
A test is a set of tasks or question intended to elicit particular types of behaviour

when presented under standardized conditions. Cronbach (1970) defines a test as a
systematic procedure for comparing behaviour of two or more persons. Testing,
61
Study Session 10 Tests Used in Guidance Programme
therefore, is a way of exposing an individual to a particular set of questions in order

to obtain a score.
More than just ordinary test, psychological tests are basic and fundamental tools
used by school counsellors. A psychological test is an objective and standardized
measure of sample of behaviour or character. Below are some of the characteristics
of a psychological test.
1. The test has to be suited to the age and range of the candidates
2. The test should be culturally free
3. Task/items are usually graded in order of difficulty
4. The tasks must be free of bias
5. The test must be valid and reliable.
The term validity refers to the degree to which a test actually serves the purpose for
which it is intended, and reliability refers to the consistency with which a test yields
similar scores from the same group of individuals in two or more tests.
Although tests are used in numerous ways in guidance and counselling, there are
some limitations, which restrict the extent and precision of the use of test results.
Limitations of tests are generally found in some aspects like choice of tests,
administration of tests, scoring of tests and interpretation of tests. According to
Miller (1968), there are three major types of limitation of tests as tools for gathering
information on students. According to him, there are those inherent in the tests
themselves. Under this, he explained that tests provide inexact and limited
measurement; that even the best tests give approximate rather than an accurate
measure of an individual’s ability, knowledge, skill or interest. The second type of
limitations according to Miller is those caused by the variety of factors, which may
influence test performance. Such factors include:
1. Worry, anxiety, excitement, or other temporary emotional conditions
experienced by the individual;
2. Unusual or adverse testing conditions involving lighting, temperature,
instructions, the size of the group being tested or the length of the testing period
3. Hunger, fatigue, or other aspects of the physical condition of the individual
62
4. The testee’s test sophistication or previous experience with similar tests;

5. the degree to which the testee is motivated to perform to capacity or to answer
questions honestly;
6. The testee’s reading and writing skills
7. The ability of the examiner to establish rapport and to administer the test
without modifying the test instructions or the time limit.
The third type of limitations identified by Miller (1968) are those resulting from
improper interpretation of test scores. According to him unless there is a thorough
understanding of the test, its validity, reliability and the nature of the group on
which the norms were established, errors will be made in interpreting test scores.
There are many types of tests used in the administration of Guidance Programme.
Let us take a look at few of them.
Achievement tests are usually designed primarily to measure the outcome of

teaching, the quantity and quality of progress pupils have made in a particular class.
An example is the Teacher-made class test. The application of achievement tests
will enable the counsellor to obtain test scores on which he can predict future
educational success of individuals in the subject covered by the tests. It may also be
used for vocational guidance and for obtaining information concerning the general
academic aptitude of the counselees. They are usually used for selection of students
into secondary schools like the Common Entrance Examination, the selection into
universities like JAMB, the GCE and the WASCE.
Intelligence tests are tests that measure the general intellectual ability or mental
abilities of an individual to reason and the capacity to learn. Intelligence tests are
commonly utilized within the school system especially for screening students into
different academic or vocational groups. Some of the foreign intelligence tests are
Standford-Binet Intelligence Scale (SBIS), Wechsler Adult Intelligence Scale
(WISC), and Wechsler Intelligence Scale for children (WISC).
Aptitudes tests are primarily designed to predict future performance and success of
a person in any human endeavour. Some aptitudes, which can be tested, include
verbal, numerical, musical, mechanical, artistic, clerical scholastic, etc. Most of
these aptitude tests are internationally developed.
63
Interest inventories measure what an individual likes or dislikes. In guidance,

information about an individual’s interest with regard to vocation or career is very
important. Such information may assist the counsellor in guiding an individual
along the line of his/her interest. Local examples of interest inventories Vocational
Interest Inventory (VII) by Bakare, Motivation for Occupational Preference Scale
(MOPS) by Bakare. Those internationally developed are – Ohio Vocational Interest
Survey (OVIS), Minnesota Vocational Interest Inventory (MVII), Kudar Preference
Records (KPR), Strong Vocational Interest Blank (SVIB) etc.
Personality tests are designed to measure individual’s psychological makeup. They

are used to test the affective or non-cognitive aspects of behaviour such as
emotional stability, friendliness, motivation, dominance, attitudinal peculiarities,
leadership, and introversion – extroversion. Examples are Rorschach Ink Block,
Thematic Apperception, test completion, checklists, rating scales, picture-true-
Arrangement test. Some other non-tests utilized in counselling are sociometry, case
study and Autobiography.
Cronbach (1970), Shertzer and Stone (1976) and Nitko (1983) identify five major
uses of test by the guidance counsellor in a guidance and counselling programme.
These are as follows:
The guidance counsellors use tests to secure accurate and reliable information about
each student’s abilities, interests, aptitudes and personal characteristics in order to
assist students in gaining self- understanding. Furthermore, tests are frequently used
to assist students in exploring and choosing careers, and directing them to prepare
for the careers they select. A single test is not used for making guidance and
counselling decisions. A series of tests are administered, including an interest
inventory, various aptitude tests, and personality questionnaire and achievement
tests.
64
The guidance counsellors use tests to help predict future performance such as
college success, performance in mechanical occupations etc.
Guidance counsellors use tests to diagnose student problems, for example, their
inability to cope with social environment; problem of growth and development or
academic deficiencies may be identified and plans for their remedy may be put in
place.
Counsellors use tests to help students arrive at decision basic to planning their
education and vocational futures. To do this, counsellors refer to test data that
reflect student’s aptitudes, achievements, interests and personal characteristics, even
limitations of abilities. The counsellor can then interpret such information to help
students develop insight into their own pattern of assets and liabilities in relation to
various occupational and environmental demands Furthermore, tests could be used
to classify or group individuals.
Guidance counsellors use tests to help them evaluate the outcomes of guidance and
counselling programme, methods, treatments etc. Furthermore, tests eliminate a
great deal of subjective judgment on an individual’s ability. Tests help the
counsellor to know and understand the strengths, weakness and needs of individual
pupils. Tests measure individual differences, which are the centre of counselling
and guidance efforts.
65
10.1 Explain psychological test

Psychological tests are basic and fundamental tools used by school counsellors. It is an objective and
standardized measure of sample of behaviour or character.
10.2 List different types of tests used in guidance and counselling
There are many types of tests that are used in Guidance and Counselling Programme. Some of which are:
1. Achievement Test
2. Intelligence Test
3. Aptitude Test
4. Interest Test
5. Personality Test
10.3 Discuss how tests are used in guidance and counselling
We have five major uses of test by the guidance counsellor in a guidance and counselling Programme.
These are as follows:
1. Counselling and guidance
2. Prediction
3. Diagnosis
4. Decision making & classification
5. Evaluation
What is a test?
Discuss the types of tests that the counsellor can use in providing his/her services
Discuss the uses of tests in guidance and counselling services
Analyze the limitations of tests in guidance and counselling
66
Schoolboard
67
Study Session 11 Guidance Programme Evaluation
Study Session 11
This study session is designed to give you an insight into evaluation of guidance
programme. All we have been discussing from the beginning of this course can only
have meaning if evaluation is carried out at the end of the day. In other words, to
determine the extent to which the guidance programme has achieved the desired
goals, evaluation has to be carried out. Evaluation checks not only deficiencies but
also allows for programme improvement. Hence, in this session, you shall be
looking at the value and purpose of evaluation, types of evaluation, approaches to
evaluation and techniques or tools for evaluation.
Learning Outcomes
11.1 discuss the purpose of evaluation of Guidance and Counselling
Programme
11.2 highlight different types of Guidance evaluation
11.3 illustrate evaluation procedure
Guidance Programme
Evaluation Purpose of Evaluation
of Guidance and
Counselling
Types of Guidance
Evaluation
Evaluation Procedure
68
Gibson and Mitchell (1986) define programme evaluation as a systematic set of data
collection and analysis of activities, undertaken to determine the value of a
programme in order to aid management, programme planning, staff development,
public accountability and promotion. Evaluation activities make it possible to make
reasonable judgments about efforts, effectiveness, and adequacy and provide an
opportsessiony to explore other alternative approaches or strategies to reach specific
objectives. Evaluation seeks to provide evidence of whether the programme has met
the desired objectives. It provides an opportsessiony for programme planning and
decision-making. It is therefore important to evaluate guidance programme since it
offers a chance for continued programme improvement. Proper evaluation of
guidance programme will help to ensure that all categories of clients and
beneficiaries of the guidance programme including students, teachers,
administrators, parents, employees and the public will continue to benefit
adequately from the guidance programmes.
It defines expectations for counsellors, and provides a systematic means of

measuring the counsellor’s performance in relation to programme expectations. The
most compelling reason for guidance evaluation is to improve the effectiveness of
every counsellor as well as the programme itself. Evaluation of guidance
programme determines what the programme has achieved so far. It also provides a
basis for identifying critical gaps in service delivery, and for planning programme
changes. In evaluating the programme’s effectiveness, the following can be
measured:
1. Student awareness of the services;
2. Satisfaction of students involved individual counselling; and
3. Satisfaction of students involved in classroom and out-of-class, guidance
activities.
Evaluation offers a counsellor an opportsessiony to evaluate himself/herself and
guidance personnel. It also gives him/her a basis for assessing the attainment of
goals. The evaluation of individuals assesses their performance skills and
proficiency, while the assessment of goal attainment focuses on the individual’s
programme and improvement efforts. It checks the quality of the programme and its
attempt to address the needs of students.
69
There are several tools or ways of collecting data in guidance evaluation. It is

important for the evaluators or counsellor to choose or select the best tool to suit the
purpose of the guidance programme evaluation. These tools include:
1. Observation techniques;
2. Questionnaire;
3. Interviews;
4. Inspection of guidance records – comprehensive reports, daily activity records,
case notes and case study
5. Discussions;
6. Open box suggestions;
7. Self rating;
8. Peer reviews
9. Supervision reports and
10. Clients’ assessment form
There are two types of evaluation, viz formative and summative, both of which are
applicable to the guidance programme.
This type of evaluation is conducted during the planning and design of the
programme. It provides immediate feedback for programme modification and
improvement. This type of evaluation is on-going. It helps to determine programme
strengths and weaknesses.
This is concerned with the evaluation of an already completed programme. When

all that has been planned has been done, summative evaluation can be carried out to
determine whether the programme has achieved its goals. It is the kind of evaluation
that summaries the strengths and weaknesses of a programme. It may help the
counsellor to determine whether the programme is worth continuing. It is done
when the programme is considered to be ready for general use. It helps to check the
effectiveness of the programme. Formative and summative evaluations are both
important, since decisions are needed in the early and final steps of a programme.
The early decisions are needed for programme improvement, while the final
decisions help to check its worth.
70
The evaluation process involves a series of activities in a sequence. These are:
It is important to establish the limits, or variables for evaluation in the initial stages.
In other words, evaluation can focus on the entire programme or some aspects of it
objectives should be clearly stated, concise, specific and measurable. An example of
such of objective would be: make students a career seminar by the end of the first
term. This is when the purpose of evaluation is classified, and the issues to be
evaluated are identified.
After the establishment of evaluation objectives, there is a need to identify the most
appropriate way of judging the extent to which a programme has achieved its goals
and objectives. There should be specific information on how the data is collected,
when it is collected and by whom. The plan should also indicate how the data is
organized. It should provide findings on the future development of the programme.
At this stage, the evaluation team is identified and the techniques to be used are
selected and designed.
When the evaluation plan has been approved, it can be put into effect. Its success
depends on the competence of the evaluator, its timing and how effectively it has
been planned. This is when data collection and analysis take place.
Evaluation alone is of little value. The application of the findings makes it

worthwhile. Through evaluation of guidance programme, the counsellor learns his
strengths and weaknesses, and the findings offer an opportsessiony to determine
future programme improvements. Adequate use of evaluation findings should be
planned, implemented and followed up. A failure to use evaluation findings
adversely affect the programme and contribute to failure. The essence of a follow-
up is that it will lead to a review, which will determine whether there is a need for
revision of the exercise.
71
It is important to consider the following, if evaluation procedures are to bear fruits :

1. Deciding when to evaluate;
2. Deciding what precisely to evaluate;
3. Deciding who the evaluation is intended to serve;
4. Deciding who should conduct the evaluation;
5. Deciding what questions the evaluation should address;
6. Planning the evaluation study;
7. Deciding how to report the evaluation study; and
8. Dealing with political, ethical and interpersonal issues in evaluation.
o List the procedures for guidance evaluation
1. Identification of goals to be assessed

2. Development of an evaluation plan
3. Application of the evaluation plan
4. Utilization of the findings
11.1 Discuss the purpose of evaluation of Guidance and Counselling Programme

Evaluation activities make it possible to make reasonable judgments about efforts, effectiveness, and
adequacy and provide an opportunity to explore other alternative approaches or strategies to reach
specific objectives. Evaluation seeks to provide evidence of whether the Programme has met the
desired objectives. It provides an opportunity for Programme planning and decision-making. It is
therefore important to evaluate guidance Programme since it offers a chance for continued Programme
improvement. Proper evaluation of guidance Programme will help to ensure that all categories of
clients and beneficiaries of the guidance Programme including students, teachers, administrators,
parents, employees and the public will continue to benefit adequately from the guidance programmers.
11.2 Highlight different types of Guidance evaluation
There are basically two types of evaluation:
1. Formative evaluation: this type of evaluation is conducted during the planning and design of the
programme.
2. Summative evaluation: this is concerned with the evaluation of an already completed programme.
11.3 Illustrate evaluation procedure
The evaluation process involves a series of activities in a sequence. These are:
1. Identification of goals to be assessed
72
2. Development of an evaluation plan

3. Application of the evaluation plan
4. Utilization of the findings
Justify the need for guidance programme evaluation.
Describe in details the two types of guidance programme evaluation.
Discuss the activities involved in guidance programme evaluation.
Schoolboard
73
References
Akinade, E. A, Sokan, B. O and Osarenren, N. (2005). An Introduction to Guidance and Counselling: A
Basic text for colleges and Universities.Ibadan: Caltop Publications.
Akinade, E. A (2012). Modern Behaviour Modification: Principles and practices. Ibadan: Bright Way
Publishers.
Cronbach, I. J. (1970). Essentials of Psychological Testing (3rd ed). New York: Harper and Row
Publishers Inc.
Gibson, M. & Mitchell, M. H. (1986). Introduction to Counselling and Guidance. New Jersey: Prentice-
Hall Inc.
Lunenburg, F. C. 2010). School guidance and counselling services. Schooling 1(1) 1 – 9
Miller, F. W. (1968). Guidance Principles and Services (2nd ed). Columbus Ohio: Charles E. Merril
Publishing Company.
Nitko, A. J. (1983). Educational Tests and Measurement: An Introduction. New York: Harcourt Brace
and Javanovich Inc.
Okoh, S. E. (2006). Guidance for 6-3-3-4 System of Education. Zaria: Institute of Education Press, ABU,
Zaria.
Salawu, A. A. (2000). Introduction to Guidance and Counselling in Education (vol. 1). Sokoto:
Educational Foundation Session, Faculty of Education and Extension Services.
Shertzer, B. S & Stone, S. C. (1976). Fundamentals of Guidance (3rd ed). Boston: Houghton Mifflin
Company.
Shobola, A. A. (2008). Organization and Administration of Guidance and Counselling Services. In

Hassan, M., Oladipo, S. E. and Owoyele, J. W. (Ed). Reading in Counselling Psychology. Ijebu
Ode: Tai Solarin University of Education.
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2 Contents

Modibbo Adama University of Technology

Course Development Team

Session Review ............................................................................................................................................................................. 22

About this Course Manual

How this Course Manual is

We strongly recommend that you read the overview carefully before

The course content

 Course content and structure.

 Course reading materials and resources.

Schedule dates for submitting assignments and engaging in course activities is

Types of Guidance Services

Organization is defined as a group of people working together to achieve a common

Administration is defined as the management of human resources in the school (that

Guidance services are the activities organized by a counsellor in an organization

Guidance Programme in school refers to a comprehensive, developmental

psychological needs. Guidance programme is however not limited to school and

This is also referred to as “Adapture service”. This is designed to assist students

Appraisal involves the collection, administration, interpretation and clinical usage

The goal of this service is to provide feedback on the effectiveness of school

1.1 Define the terms in bold:

Define the following terms:

Aims of School Guidance

Reasons for Organized

peers, balancing between permissiveness and controls in the educational setting,

Pre-service teacher training institutions typically provide very limited experience

students; and providing leadership in developing and conducting professional

Guidance has a responsibility for developing and maintaining a cooperative

16. Promoting career education through organized visits to industries, institutions of

2.1 Highlight objectives of school guidance Programme

1. What are the objectives of school guidance programme?

Overview of Guidance and

Why GUidance and

In this section, we will be looking at the meaning of three concepts; Guidance,

Counselling means consultation, deliberation, exchange of ideas and process of

Educational counselling involves measures aimed at facilitating learning and high

S/NO Guidance Counselling

1 It is very broad in scope It is the heart of guidance and

2 It is usually initiated by the It is usually initiated by the

3 It employs authoritarian approach. It employs more democratic

5 It could be conducted by non- It is more technical and therefore

6 It is less intimate and less personal. It More intimate, personal and

7 Guidance is informative and more It is less informative, directing

8 It deals more with facts, principles, It deals with patience, tolerance,

10 Client is assisted, directed on how to Client is assisted in exploring and

Counselling and psychotherapy are both professional activities that utilize

3.1 Define the terms in Bold:

Explain briefly the importance of guidance and counselling in:

Some of the structural problems obstructing development of guidance and

Counselling as a profession requires a considerable length of training. To be a

Government policies and commitment are largely unstable. Although it was

Lack of fund is definitely hindering the development of guidance and counselling.

Most Nigerian Secondary Schools do not accommodate the argument on whether

4.1 Highlight the structural problems of Guidance and Counselling in schools

establishing guidance and counselling programme in school, three phases are

Assessment of the needs of the school

Some common ways of initiating guidance-counselling services are:

courses available in them. As information about industries and job

The final phase of organization and administration of guidance programme is

Requirements for School

The Counsellor’s office occupies a central position in counselling service.

The aims of careers library include the following:

The following kinds of materials are very relevant in career library:

5. To help determine the relationship between personal values and interests in